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  • Playing the Author:  Creative Analysis in Classical Literature Courses (pp. 89-98) Reina E. Callier

  • Hocus Pocus with Hexameters or Latin by Numbers (pp.99-110) Robin S. McMahon

  • A Resources for Teachers: Making Ancient Graffiti Accessible and Usable in the Latin Classroom (pp. 111-121) Nicole Wellington and Rebecca Benefiel

The Classical Outlook 2022, Volume 97, Number 2


  • Contagious: Covid, Cheating, and the Need for Diversity, Equity, and Inclusion in Classics (pp. 41-46). Allison Das. 

  • In Medias Pestes: the intricacies of teaching pandemic histories during a global pandemic. (pp. 47-51). Michael Goyette.

  • Passage to the Underworld: Teaching High School Latin during the pandemic and how we were changed (pp. 56-60). Robert Patrick.

  • Their Children or my Own: a Latinist's work-life balance in a Covid-infected world (pp. 61-65). Benjamin Joffe.

  • The Latin Excellence programme (England, 2021): the story so far (pp. 66-73). Steven Hunt.

The Classical Outlook 2021, Volume 96, Number 3

The Classical Outlook 2020, Volume 95, Number 4


  • Report on the 2020 Advanced Placement Latin Examination (pp. 140-146) Jennifer Sheridan Moss

  • Ovid, Feminist Pedagogy, Toxic Manhood, and the Secondary School Classroom (pp. 147-151) Melissa Marturano

The Classical Outlook 2020, Volume 95, Number 3


The Classical Outlook 2020, Volume 95, Number 2


The Classical Outlook 2020, Volume 95, Number 1


The Classical Outlook 2019, Volume 94, Number 4


The Classical Outlook 2019, Volume 94, Number 3


The Classical Outlook 2019, Volume 94, Number 2


  • Aut Latine aut nihil”? A middle way. Tom Keeline. pp. 57-65

  • A Day in the Life of an Active Latin Teacher. Skye Shirley. pp. 66-71

  • Comprehensible Output, Form-focused Recasts, and the New Standards. Peter Anderson. pp. 72-80

  • What Can Active Latin Accomplish? Well Let Me Just Show You: Some Facts and Figures Illustrating the Benefits of Active Latin Instruction. Gregory P. Stringer. pp. 81-93

  • Toward a Collegial, Post-Method Latin Pedagogy: A Response to the SCS Panel “What Can ‘Active’ Latin Accomplish?” Justin Slocum Bailey. pp. 94-101

The Classical Outlook 2019, Volume 94, Number 1


  • From the Editor, The Classical Outlook celebrates ACL's Centennial: looking backward in order to look forward. Ronnie Ancona. pp. 1--3

  • 'Streamlining' Latin Composition. Robert W. Meader. pp. 3-5 (originally published 1940), with an introduction by Eric Dugdale. 

  • The Classicist and the Young Citizen. Dorothy Park Latta. pp. 6-9 (originally published 1936), with an introduction by Kathleen Durkin.

  • Teaching Latinly. William A. Torchia Jr. pp. 29-30 (originally published 1973), with an introduction by Bruce McMenomy.

  • The Classics and German. Margarete Reckling Altenheim. pp. 32-34 (originally published 1952), with an introduction by David J. Murphy,

  • Putting the Reading method into Practice. Carleine Craib. pp. 35-38 (originally published 1992), with an introduction by Teresa Ramsby.

The Classical Outlook 2018, Volume 93, Number 4


  • The Dual Enrollment Latin Class. Kathleen Durkin. pp. 129-134

  • How did the Romans do that? Or teaching Roman technology in the secondary school classroom. Nathalie Roy. pp. 135-144.


The Classical Outlook 2017, Volume 92, Number 1


  • Latin in the community: the Paideia Institute’s Aequora Program. Elizabeth Butterworth. pp. 2-8


The Classical Outlook 2016, Volume 91, Number 4


  • The importance of everyday language advocacy and the future of Latin in the United States. Edward M. Zarrow. pp.109-111


The Classical Outlook 2016, Volume 91, Number 1


  • The ars of Latin questioning: circling, personalization, and beyond. Justin Slocum Bailey. pp. 1-6


The Classical Outlook 2015, Volume 90, Number 4


  • ‘Classics and the Science Undergraduate Major’ revisited: three decades of a successful and relevant pedagogical approach. Joanne H. Phillips. pp. 121-126

  • Knowledge monitoring and Latin vocabulary: a call to arms. Andrea Stehle. pp. 127-129

  • 2045. The future of Latin. Ryan G. Sellers. pp. 134-137

  • Rethinking the Latin classroom: changing the role of translation in assessment. Jacqueline Carlon. pp. 138-140

The Classical Outlook 2013, Volume 90, Number 1


  • Teaching Latin to High School students with moderate cognitive impairment and autism. Deborah Stakenas. pp. 4-7

​The Classical Outlook 2011, Volume 88, Number 2


  • Rewriting the Sibyl, or teaching Vergil from translation. Grigory Starikovsky. pp. 37-39

  • Is learning to read Latin similar to learning to read English? Richard L. Sparks and Todd Wegenhart. pp. 40-47

  • Reading dyslexia: an empirical  study for Latin teachers. Amanda Loud. pp. 48-55

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